桌遊應用於學齡前幼兒感覺統合課程設計 -以視覺類為例

ASIA unversity > 管理學院 > 休閒與遊憩管理學系 > 博碩士論文 > Item 310904400/113989

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题名:	桌遊應用於學齡前幼兒感覺統合課程設計 -以視覺類為例 Application of Tabletop Games in the Preschool Sensory Integration Course Design: An Example of Emphasis on Visual Elements
作者:	劉縈慈 LIU, YING-TZU
贡献者:	休閒與遊憩管理學系
关键词:	桌遊;學齡前幼兒;視知覺;課程設計;行動研究 tabletop game;preschool children;visual perception;course design;action research
日期:	2021-10-14
上传时间:	2022-10-31 07:09:38 (UTC+0)
出版者:	亞洲大學
摘要:	本研究主旨為透過文獻探討與課程設計，欲探究「桌遊」融入「學齡前幼兒感覺統合」之課程設計，並以視覺類為例使其課程更加豐富且具清楚架構。本研究之目的為：(一)設計「桌遊」應用學齡前「感覺統合」課程之教案設計。(二)探討「桌遊」應用學齡前「感覺統合」的之課程教案實施。本研究採質性取向的行動研究法(Action Research)為主，研究方法擬定了研究方向和目標後，隨即開始進行相關文獻的收集和統整，經由蒐集的相關文獻探討桌遊應用於學齡前幼兒感覺統合的影響，並將文獻統整及分析，研究對象為研究者任教之中部某私立幼教集團中的7位幼兒為研究對象，課程總共準備了7個桌遊並設計了7個教案，進行第一次前測讓4位幼兒進行測試，第二次測試針對需修改的教案請3位幼兒進行測試，每堂課30分鐘，並且研究的7樣桌遊與視知覺的7項功能（視覺區辨、視覺記憶空間關係、形狀恆常、序列記憶、背景圖形、視覺完形）進行分析，發現每樣桌遊對幼兒視知覺發展都有一定的效益。教師在教學的過程中進行幼兒的學習反應和視知覺的觀察與紀錄。並以觀察回饋單進行教學者的觀察及建議書面記錄，以教學者、觀察者、家長等方向進行資料相互交叉比較，探討幼兒學習桌遊和視知覺認知之歷程與結果。 In this study, literature review was conducted to integrate tabletop games in the preschool sensory integration course design, in which visual elements were emphasized to enrich its contents and clarify its structure. The goals were to design a preschool sensory integration course incorporating tabletop games and explore the practicing of its teaching plan. After the goals and direction of this qualitative action research were formulated, literature was collected, organized, and analyzed to examine the effect of tabletop games on preschool children’s sensory integration. The participants were 7 preschool children in a private kindergarten in central Taiwan, in which the author teaches. Seven tabletop games were prepared in 7 teaching plans. The first pretest was administered for 4 of the participants, and the second was conducted on 3 participants in regards with the teaching plans that required revision. Each session lasted for 30 min. An analysis revealed that all the 7 tabletop games benefitted considerably the 7 functions regarding the participants’ visual perception, namely visual recognition, visual memory, spatial relationships, shape constancy, sequential memory, background graphics, and visual gestalt. The learning responses and visual perception of the preschool children were observed and recorded. The teacher’s observations and suggestions were recorded using an observation feedback form. The data were cross-compared from the perspectives of the teachers, observers, and parents to analyze the processes and results of children’s visual perception through tabletop games.
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